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Training guide and training techniques / Asia-Pacific Programme of Education for All.
Bangkok: UNESCO Bangkok, 2004.
51 p.
1. Training courses. 2. Training methods. I. Asia-Pacific Programme of Education for All.
331.2592
ISBN 92-9223-017-4
©Published
UNESCO 2004
by the
UNESCO Asia and Pacific Regional Bureau for Education
920 Sukhumvit Rd., Prakanong
Bangkok 10110, Thailand
Printed in Thailand
The designations employed and the presentation of material throughout the publica-
tion do not imply the expression of any opinion whatsoever on the part of UNESCO
concerning the legal status of any country, territory, city or area or of its authorities, or
concerning its frontiers or boundaries.
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PART 1 Basic Training Guide................................................... 1
I. Pre-Training Activities (to do before training).......................... 2
1. Training Needs Assessment (TNA)...................................................... 2
2. Conceptualizing and Designing the Training Programme................... 2
3. Other Administrative Aspects............................................................. 5
Things to Remember............................................................................... 9
II. Conducting the Training Programme......................................10

1. Management....................................................................................... 10
2. Actual Training Activities.................................................................. 10
Crucial Points......................................................................................... 16
III. After Training ...................................................................... 17

1. Debriefing the Trainer or Training Team.......................................... 17
2. Publication and Dissemination of the Training Report to All
Concerned.......................................................................................... 17
3. Financial Report ................................................................................ 17
4. “Thank you” Letters .......................................................................... 18
5. Follow-up Activities........................................................................... 18
Crucial Points........................................................................................ 20
PART 2 Training Techniques................................................... 21

I. Icebreaking and Energizer Techniques..................................... 22
Some Energizer Techniques....................................................... 23
1. Seven-up............................................................................................. 23
2. Multiple use of a marker pen............................................................. 24
3. Nine dot............................................................................................. 24
4. Square game....................................................................................... 25
5. Team-building.................................................................................... 26
6. What’s on your back.......................................................................... 26
Some Icebreaking Techniques.......................................................... 27
1. Introducing yourself............................................................................ 27
2. Matching game.................................................................................... 27
3. Paper ball............................................................................................ 28
4. Bingo................................................................................................... 28
II. Discussion Techniques............................................................. 29
Some Common Group Discussion Methods ........................... 30
1. Brainstorming...................................................................................... 30
2. Small group discussion........................................................................ 31
3. Large group discussion........................................................................ 32
4. Pair discussion..................................................................................... 33
5. Station technique................................................................................ 33
6. Role-play............................................................................................. 35
7. Case study............................................................................................ 36
8. Gallery technique................................................................................ 38
9. Question and answer........................................................................... 39

III. Presentation and Demonstration Techniques........................ 41
Demonstration Techniques ................................................................... 41
PresentationTechniques.......................................................................... 42
IV. Practice and Exercises............................................................ 44
Some Useful Practice Techniques.......................................................... 44
1. Information board............................................................................... 44
2. Preference ranking.............................................................................. 45
3. Worksheet........................................................................................... 47
V. Learning Assessment Techniques.................................... 49
1. Self-assessment or Individual Assessment............................................ 49
2. Group Assessment............................................................................... 50
3. Confidence Mountain......................................................................... 51

1
Basic Training Guide
PART 1 Basic Training Guide
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2 PART 1 Basic Training Guide
I. Pre-Training Activities (to do before training)

In conducting specific training programmes, we should always remember that
there are things that we need to do beforehand. This preparation ensures that
we are addressing the real needs of the target participants. It will also facilitate
the smooth and systematic operation of the training programme, thus enabling
us to attain the training objectives. It is therefore important that we
do the following before we start up the actual training activities.
1. Training Needs Assessment (TNA)

Training needs assessment is one of the first steps in the
training cycle. It serves as the basis for planning and
designing a capacity-building programme. It helps us
to identify the current training needs of the
prospective participants, as well as the problems
they face and the root causes of these problems.
We should prioritize these needs according to
urgency and importance. The results of the TNA
can be the basis for identifying the skills and
competencies needed by participants in order to
perform their jobs effectively and efficiently.
We can do training needs assessment by using the
following strategies:
• Administer a TNA questionnaire: This instrument should be able to capture
the skills and competencies that need to be developed or improved by the
prospective participants.
• Interview prospective participants: A one-on-one interview is also useful
for identifying the needs or deficiencies of the participants. This is also an
effective way of identifying the gaps between the current and the desired
competencies of individuals in performing the roles and functions specified
by their job descriptions.
• Observe prospective participants: Observing the individuals doing their
jobs (if they are currently working) is also a very good way of determining
what they may need from a training programme.
2. Conceptualizing and Designing the Training Programme

Using the results of the training needs analysis, we should be able to carefully
design a training programme in consultation with resource persons. In designing the
programme, our collaboration and discussion should result in a programme
that has realistic objectives and outcomes leading to the satisfaction of the
trainees’ needs that we have identified. The training design should include the
following:
• Overall and specific objectives
• The title of the training programme
• Topical areas or content
• Activities/strategies/processes

• Selecton of resource persons
• Target participants
• Duration and venue of training
• Resources needed (human, financial, materials and equipment, facilities)
• Expected outcomes
¢ Objectives of the training

The overall objectives of the training should state what we expect the training
programme to achieve in terms of the final outcomes. These overall objectives
can be broken down into more specific ones. The latter provide a sense of
direction for the attainment of the expected outcomes.
The specific objectives should be stated clearly and according to order of
priority. They should also be stated in the form of learning objectives that
match the expected competencies to be acquired by participants.
These objectives must be specific, measurable, achievable, results-oriented and
time-bound (SMART).
¢ The title of the training programme

The title of the training programme should be catchy and easy to translate and
to remember. It should be clear, simple and short, but at the same time cover
all the essential parts of the training programme.
¢ Topical areas or content

The content or the topical areas to be included in the training programme
should be based on the results of the training needs assessment. These topics
should reflect the knowledge, attitudes, values and skills needed for a person
to function effectively and efficiently in his/her job or in areas where these
competencies will be used. The content areas should be able to bridge the gap
between what is and what ought to be.
¢ Activities/strategies/processes
The activities and training strategies specified in the training design
should be flexible and easily adaptable to suit the various learn-
ing styles of the participants. Some effective training strategies
include brainstorming, group discussion, and role-play
(these training techniques will be described in another
section of this training guide).
¢ Selection of resource persons

The selection of resource persons should be based on
criteria developed specifically for the training
programme. These criteria should specify area of
expertise, degree of experience, availability,
interpersonal skills, state of health, and willingness to
conform to the terms and conditions stipulated in the
resource person’s contract.
PART 1 Basic Training Guide 3

¢ Selection of target participants

In most cases, the participants in training programmes have already been
selected because they were the subjects of the pre-training needs assessment
exercise. The reason for the training programme is to address the identified
needs of these particular individuals.
In cases where training programmes are conducted to comply with the
requirements of a special community project, the selection of trainees should
be based on criteria developed for the specific training programme. These
criteria should specify entry level in terms of prior knowledge, exposure and
experience, age, gender, state of health, and willingness to participate. Selection
of trainees should be done collaboratively with the organizations that will use
the services of the trainees.
¢ Duration of the training programme

In deciding the length or duration of the training programme, we need to
consider the following:
1. objectives of the training
2. nature and number of topics to be covered
3. number of participants
4. time required for presentations, group work and field visits
5. travel time and weather conditions
6. cultural and religious factors
7. time required for discussions, interaction, reflection and relaxation
¢ Selection of venue
The place for training is crucial for the achievement of the training
programme’s objectives. The site should be accessible to all participants and
should be large enough and comfortable enough for participatory learning to
occur. In selecting a venue, we must make sure that the following conditions
are met:
u The price charged is reasonable.
u The site is accessible to everyone.
u There are adequate chairs and tables, which can be arranged in a suitable
manner.
u Equipment and facilities (multimedia projector, overhead projector, flip
charts, microphones, telephones and other technology) are sufficient and
functioning.
u There are enough spacious, clean and well-ventilated rooms for both the
plenary sessions and for small group work.
u There are clean toilets and washrooms.

It is important that after the selection of a training venue we make proper
arrangements with the management to finalize a contract or agreement. The

training coordinator or his/her representative should see to it that the above
terms and conditions specified in the contract are observed.
¢ Resources needed
In conducting a training programme, we must make sure that we have the
right kinds of resources: human resources, financial resources, materials/
equipment and facilities. Before beginning training, we have to ask ourselves
the following questions: Do I have the right people? Do I have adequate funding?
Do I have the appropriate facilities and equipment? If the answer to all these
questions is “yes,” and if resources have been specified in the training design,
then we can undertake the training as planned.
¢ Expected outcomes
Before any training programme begins, we have to clearly define the expected
outcomes of the training. In general, expected outcomes are stated in terms
of the attainment of learning objectives indicating the acquisition of the
necessary knowledge, skills, attitudes and values imparted by the training
programme. In addition, we also have to decide beforehand on the mechanisms
for measuring these outcomes, which are part of the evaluation of training.
3. Other Administrative Aspects
¢ Sending invitations
Invitations to the participants and resource persons should be sent at least one
month in advance. This gives them time to prepare and make the necessary
arrangements. The invitation should contain important information such as
the title of the training programme, objectives, dates, venue (with a site map
or directions), and what participants can expect. If possible, the tentative
programme of activities should be provided to the participants in advance.
The invitation should also indicate who bears the costs of transportation,
food, lodging and other incidental expenses.
The invitation should also request confirmation by the participants and
resource persons. Thus if a resource person cannot come, we can look for a
replacement or take some alternative action.
¢ Training materials
Printed materials for the training programme should be
reproduced ahead of time. If possible, we should
coordinate with the resource persons and ask if they
have handouts for their sessions. If they do, these
materials should be reproduced for dissemination
during the training.
We may also decide to prepare a press release to
provide information to the public. The
contents of the press release should
highlight the objectives of the
programme and the benefits that trainees
will obtain from participation.

¢ Field visit
We may consider organizing a field trip for the participants, so that they have
an opportunity to observe activities related to the training they are receiving.
However, we have to plan such a visit well in advance and collaborate with
our hosts in the planning so that the trainees receive the utmost benefit from
the event.
¢ Planning financial and physical resources and materials

We need to estimate the amount of money needed to cover the expenses
related to the operation of the training programme. Our budget is usually
broken down into different items to ensure that we take all possible expenditures
into account:
• Fees/honoraria for trainers, resource persons
• Travel expenses
• Board and lodging (venue and food)
• Communication costs
• Translation /interpreting fees (if necessary)
• Cost of supplies and materials including reproduction
• Contingencies
¢ Planning for cultural diversity

In planning the training programme we should take into consideration the
cultural, religious and gender characteristics of the prospective participants.
These factors may have a bearing on the success of the programme (for
example, the type of food to be served). We might want to use certain forms
of cultural expression to enrich the content of the training workshop (e.g.,
songs, dances, skits).
We also have to be aware of gender issues. There should always be a balance
between men and women in the training activities, both in terms of facilitators
and participants. This process can promote gender equality.

Checklist (activities before beginning the actual training)
Please place a check mark (ü) in the column that corresponds to your answer. If your
answer is “No,” write your reasons in the column headed “Remarks.”
Activity Yes No Remarks

1. Training Needs Assessment (TNA):
• Have you determined your target group?
• Were you able to identify their immediate
needs?
• Have you collected data by interviews
during informal meetings, questionnaires
and/or actual observation?
• Have you prioritized needs according to
urgency and importance?
2. Conceptualizing and Designing the Training

• Have you used the results of the TNA in
designing the the training programme?
Objectives
• Were the objectives formulated to be
simple, clear and SMART?
• Were the specific objectives stated or
written as learning objectives in such a way
to describe the competencies of the
participants that need to be developed/
improved?
Title of the training programme

• Did you come up with a title that is clear,
simple and short but covers all the essential
parts of the training programme?
Activities/strategies
• In selecting the activities and strategies to be
used during the training, have you
considered the types of participants and the
kinds of learning styles they may have?
Content/topical areas
• Does the content of the training programme
cover all of the competencies required by
participants?
Selection of resource persons and trainees
• Have you decided who will be the trainees?
How about the resource persons?
• Did you use criteria for selecting the
resource persons and trainees?

Duration of the training programme

• Have you considered the following in
deciding the time frame for the training
programme: objectives, nature and number
of topical areas, number of participants, and
the strategies to be used?
Logistics
• Did you select a venue that is accessible and
conducive to participatory learning?
• Have you arranged for the training venue?
• Is the training venue convenient and easy to
reach?
• Can the venue provide necessary equipment
for training? (OHP, moveable board, LEC
projector, etc.)
• Have you assigned someone to set up the
meeting room?
• Have you arranged logistics and necessary
supplies?
• Have you arranged for the opening
ceremony?
• Have you invited anyone to formally open
the training session? Who?
Resources needed
• Did you make sure that all the resources
(human, financial, materials/equipment,
facilities) needed for training are available
and adequate?
Expected outcomes
• Are the expected outcomes stated clearly
and specifically?
• Are the expected outcomes realistic,
achievable and measurable?
• Are there mechanisms for measuring the
outcomes?
• Do the expected outcomes match the
required capabilities of the participants?
3. Other Administrative Aspects

• Did you send invitations to the prospective
participants and resource persons at least
one month in advance?

• Have you facilitated the reproduction of
training materials ahead of time (including
handouts of resource persons)?
• Have you coordinated with the agencies and
made the necessary arrangements regarding
field trips?
• Have you estimated the required budget for
the training to cover all expected
expenditures?
• Did you consider the unique characteristics
of the participants (culture, gender) during
the planning stage of the training
programme?
Things to Remember
• Training Needs Assessment is a very important component of a training
programme. The results serve as the basis for determining the knowledge,
attitudes, values and skills that the prospective participants should acquire
during the training programme.
• The objectives of a training programme should be stated according to the
acronym SMART: specific, measurable, achievable, results-oriented and
time-bound.
• The availability of resources such as manpower, funding, equipment and
materials is critical for attaining the objectives of a training programme.

II. Conducting the Training Programme

1. Management
In conducting a training programme, there should always be proper and
systematic management to ensure the attainment of its objectives.
¢ Registration
This activity is used to keep a record of the persons who participated in
the training. It also helps us to identify who attended the training, where
they are from, and how they can be contacted.
If participants receive certificates after completing
training, the registration form can be used for putting the
correct participant names on the certificates. The record
is also useful for contacting people in regard to
follow-up activities in the future.
¢ Logistics
Necessary information about the training
programme site and environments, including
available services, food and travel arrangements,
should be provided for the convenience of
resource persons and trainees. Training materials,
resource handouts, folders, notebooks and
pencils should also be prepared and distributed to
participants at registration.
¢ Documentation
To keep record of the highlights of the training, we should assign rapporteurs to
document the training proceedings, particularly the points raised by resource
persons and participants. These notes can later be printed and distributed to
the participants. If possible, a draft of the entire training process should be
distributed to the participants at the end of the training programme.
¢ Certificates of participation
To make the training participants feel that they have accomplished something
of significance, we should prepare a certificate for each participant that
authenticates his/her achievement. If possible, the participants should
receive their certificates directly from the hands of a high-ranking official or
representative.
2. Actual Training Activities
¢ Opening session
The opening session marks the official beginning of the training programme.
However, not all training programmes have opening ceremonies. Whether
there is such a session or not depends on the purpose of the programme, the
target participants and the size of the group being trained. Sometimes we
can have a short informal opening to avoid the formal ritual procedures that
may unnecessarily delay the commencement of actual training.

¢ Orientation and objectives of the training
This introductory session is meant to provide the participants with a clear
understanding of the training objectives, the training procedures and
approaches. The information provided will let trainees know what to expect
from training and what kinds of activities they will be involved in.
¢ Introducing participants
A resource person or trainer sometimes finds that knowing something about
each trainee’s background is helpful for conducting the training effectively.
If the number of trainees is small, the participants can introduce themselves
to the group. However, if the training group is large, this activity will take
too much time and should be avoided.
¢ Understanding the background of the participants

Nevertheless, it is useful for the trainers to understand the background and
capability of the participants. During the training, the trainers may need to
assign some more competent trainees to assist the others. The registration
form is a very good tool to generate information about the participants.
¢ Time management
Most of us experience at least one training session whose length exceeds the
time designated in the prepared schedule. We should inform resource persons
and trainers of the time allocated for each session. Time management is
necessary to avoid problems resulting from events falling behind schedule
and out of sequence. Perhaps we can assign a trainer or staff member to be
“facilitator” or “officer of the day” specifically to manage the time.
¢ Training facilitation
This activity consists of providing assistance to the resource persons and
trainers to make sure events flow smoothly and occur on time. Thus materials
must always be available when needed and equipment must work at all
times.
The resource persons and trainers are ultimately responsible for facilitat-
ing their sessions properly by providing the necessary inputs. They should
not simply lecture but provide opportunities for the trainees to participate
and interact during the sessions. They should also be responsive to trainees’
needs and requests throughout training.
¢ Time to recap and to reflect

At times trainees may not be able to comprehend or internalize the content
of a training session during the actual period that it occurs. Thus we recom-
mend that the trainer assign groups of participants to take turns in briefly
summarizing the highlights of the material covered during the previous day
or session. We should also allow the participants some time to reflect on
what they have learned from the training.

¢ Icebreaking and energizing activities

At training programmes where trainees are mostly strangers to one another,
sometimes the participants may be rather reserved and unwilling to actively
participate. To break the ice, the trainer needs to organize some activities
to make the trainees feel more relaxed and comfortable with their fellow
participants. Similarly, sometimes the participants may feel sleepy and
inactive, especially right after lunch. In such cases, the trainer should organize
a movement activity (energizer) to keep them awake and at the same time
relaxed (see the later section on icebreaking/energizers).
¢ Team-building activities
In a training session where the trainees have to work together in order
to complete a task, the trainer may consider organizing a team-building
activity. This activity will help make them feel comfortable with each other
so that they can work together as a team. Such activities may be in the form
of games, songs or skits that require the trainees to form a group and work
together in order to get something done.
¢ Field visit
So that trainees can see examples of some of the things they are learning
about during training, we should arrange for a field visit to a relevant site
such as a community learning center or farm. We should also provide trainees
with some brief information about the places they will visit and persons
they will meet. It is a good idea for the trainer to prepare some key questions
or issues to guide the observations of the participants. After the field trip,
there should be a short session for trainees to discuss and reflect on what
they have observed and learned.
¢ Preparation of action plans

To ensure that in the future trainees will apply what they have learned
from training, the trainer may request them to form small groups in order
to prepare sample action plans. Usually trainees who come from the same
country, region or district form groups in order to complete this task. Each
action plan should be photocopied so that both the training organizers and
the participants have copies.
¢ Training evaluation
There are many ways to evaluate the effectiveness of a training programme.
The most common is to use an evaluation instrument that we prepare
ourselves. It should provide an opportunity for participants to make additional
comments, remarks or suggestions that they consider useful for the training
organization or participants. The results of the evaluation can serve as a basis
for further improving the design of future training programmes.

¢ Closing
The training programme may close formally or informally depending on
the type of programme and number of participants. During the closing
session the participants can receive their certificates. They can also pledge
their commitment to put into practice what they have learned once they
return home.

Checklist (during training)

Please place a check mark (ü) in the column that corresponds to your answer.

1. Management
Registration
• Have you facilitated the registration of all
participants?
Logistics
• Is the meeting room comfortable?
(temperature, seats, space, etc.)
• Have you organized a meeting to allocate
responsibilities among all persons involved
in the training, including resource persons?
• Have you made arrangements with the
resource persons and training staff
concerning time management and the
allocation of time for each session?
Documentation
• Have you arranged for the organization of a
secretariat that is responsible for the
documentation and production of materials?
Certificate of participation
• Have you arranged for the preparation of
certificates of participation?
Actual Training Activities

Opening session
• Have you conducted programme
orientation so that the participants
understand what the training is all about?
• Have you allocated time for the
introduction of participants?
Time management
• Have you facilitated the management of
time properly?
• Were there topics that were not discussed
because of the poor management of time?

Training facilitation
• Were you able to facilitate your session
smoothly?
• Did you give participants a chance to share
their insights and opinions?
• Did you take note of the results of all the
activities that you introduced?
• Were all necessary materials provided to the
participants?
Recap/reflection
• Have you given participants the daily
opportunity to recap events or to reflect on
them?
Icebreakers/energizers/team-building
activities
• Were icebreakers or energizers used during
training?
• Did you introduce any team-building
activities?
Field visit
• Have you organized any field visits for
participants?
Action plans
• Did you ask participants to prepare action
plans?
• Were all participants able to prepare their
action plans?
At the end of the training

• Have you evaluated the effectiveness of the
training programme?
• Were the evaluation techniques effective?
• Can the information you obtained be used
to improve the design and operation of the
training programme?

Crucial Points
1. Make sure that everyone involved in the training programme understands
clearly the objectives of the training.
2. Make sure that you have made all necessary arrangements concerning the
training venue and the sites for field visits.
3. Prepare materials in advance for use during training and finalize the equipment
needed by resource persons and participants.
4. Make sure that the time allocated for any session is appropriate for the
length and importance of the topic and the activities to be undertaken.
5. Decide in advance the outline and format of the action plans that trainees
must complete during training.
6. Take seriously the reactions, views and opinions of the participants and be
prepared to modify the training approaches and content accordingly.
7. Be prepared for the unexpected to happen at any time during training, and
have alternative plans and activities ready just in case.

III. After Training
1. Debriefing the Trainer or Training Team
Here we meet to discuss the overall outcomes, strengths and weaknesses of the
training programme and to share our insights arising from the experience. Our
conclusions may serve as a basis for improving future training programmes in
regard to the following areas:
• Content
• Strategies
• Performance of training staff and resource persons
• Venue and time frame
• Equipment and facilities
2. Publication and Dissemination of the Training Report to All

Concerned
All key persons and participants (organizers, funders, trainers, resource
persons) who are responsible directly or indirectly for the organization and
conducting of training programmes should be provided with a comprehensive
report of the training workshop that just occurred. This document can serve
as a basis for future decision and policy making. The report may include the
following:
• executive summary
• training objectives
• number and type of participants
• highlights, along with photographs
• issues/concerns/problems
• recommendations/suggestions
• recapitulation
• evaluation results
A separate document that summarizes the training activities and processes,
daily recapitulation, issues/concerns/problems, and future actions should be
distributed to all participants. In addition, they should receive all of the training
materials (handouts, etc.) and a directory of participants, if these were not
available during the training period.
3. Financial Report
This document provides comprehensive information regarding the actual
expenses incurred by the training programme. We need to make sure that we
also include the official receipts along with the report.

4. “Thank you” Letters

The letters should acknowledge the valuable inputs and contributions made
by the resource persons and other very important personages (VIPs) invited
to grace the training programme.
5. Follow-up Activities
Training is not an end in itself. We should undertake the following activities
to ensure that the people receiving training have really benefited from what
they have learned:
• Monitor the implementation of action plans prepared by the trainees during
training:
(a) require a periodic report from trainees about what they are doing
(b) gather feedback from their direct supervisors and other stakeholders
(c) conduct spot checks or site visits to validate information provided by
the trainees and official feedback
These activities are useful for determining the maximum application of
learning acquired by trainees during the training and how well they organize
and conduct their own training programmes at the local level.
• Provide technical assistance and backstopping after training (if needed).
• Provide refresher courses to further strengthen the capabilities of the trainees.
• Coordinate with local officials to get their commitment to and support for
post-training activities (if necessary).
• Use information communication technology (ICT) for coordinating/
networking with local officials and other stakeholders. This activity can
also facilitate the sharing and updating of information regarding new trends
and developments in the field of non-formal education and literacy.
Checklist (after training)

Please place a check mark (ü) in the column that corresponds to your answer.

1. Debriefing trainer(s)
• Have you conducted a debriefing after the
training programme?
• Have you used the feedback from the
debriefing to improve future training
programmes?
2. Publication and dissemination of the training
report
• Have you prepared a training report for key
officials and participants?

• Are the following included in the report?
- executive summary
- training objectives
- list of participants
- highlights with photographs
- issues/concerns / problems
- recommendations /suggestions
- recapitulation
- evaluation results
• Have you disseminated the training report
to key officials, trainers and trainees?
3. Financial report
• Have you prepared a financial report?
• Do you think the funds for training were
adequate?
• Were they effectively and efficiently used?
4. Preparation and sending of “thank you”
letters
• Did you send “thank you” letters to all the
resource persons and other VIPs who at-
tended the training?
5. Follow-up activities
• Have you monitored the implementation
of action plans prepared by trainees during
training?
• Were you able to gather information
regarding the maximum application of
learning acquired during training when
trainees conducted their own programmes?
• Have you provided technical assistance and
backstopping during post training activities?
• Have you provided refresher training to
further strengthen the capabilities of the
trainees?
• Have you coordinated with local officials to
get their commitment and support
regarding local-level post training activities?
• Have you used ICT to coordinate/network
with local officials and other stakeholders
regarding training programmes?
• Have you used ICT to facilitate the sharing/
updating of information regarding new
trends and developments in NFE and other
related fields?

20
Crucial Points
• Training is not an end in itself. It should be a continuous process to
strengthen the capabilities of the trainees.
• We can see the real impact of training activities in the changed behaviour,
improved quality of life and active participation in community activities on
the part of beneficiaries.
• Training is a vehicle for empowerment and transformation.

2
Training Techniques

22 PART 2 Training Techniques
I. Icebreaking and Energizer Techniques

Icebreaking techniques
Icebreaking techniques are used in training programmes, especially at the
beginning, in order to promote interaction among participants and resource
persons. Icebreaking is also useful for reducing shyness and lack of confidence
among participants. If successfully applied, icebreaking can make participants
more enthusiastic and willing to take part in the training activities. Icebreaking
can provide amusement, relieve boredom, reduce tension and stimulate
creative thinking. When we select icebreaking activities we should consider
those that ensure physical movement and/or mental exercise. Depending on
circumstances, we can organize activities that require the involvement of
participants as a group or their participation as individuals.
Energizer techniques
Energizers are very useful techniques for physically and mentally stimulating
participants to resume training activities. Energizers are useful at the end of
a long session to refresh participants so that they can take part in the next
session. Energizers can be used during a long session to reduce boredom and
monotony.
There are two kinds of energizers: those that require physical movement and
those that require mental work/exercise. It is up to the facilitator to decide
which is most appropriate.
Through energizers we can develop a sense of team spirit among the participants
that can facilitate a congenial atmosphere for learning.
Where and when to use icebreaking and energizers

In a training course we often find participants who are strangers to one
another. We also find differences among participants in regard to economic
conditions and social background. Some participants may be joining a training
course for the very first time without knowing anything about the procedures
of training. Sometimes these differences create obstacles at the beginning of a
training course that can hinder people from freely taking part in the training
activities. Icebreaking techniques should be used at the beginning of a training
programme, especially when participants introduce themselves. These tech-
niques would help to reduce the tension and unease resulting from the lack of
familiarity and interdependency among the participants.
On the other hand, participants need time for relaxation in order to acquire
more energy for further involvement in training activities. Participants
also need a change of pace during training sessions. This can occur through
using energizers, which are effective for causing changing physical and mental
conditions. Facilitators often preferphysical energizers in order to more
effectively refresh participants during long sessions.

Strengths
• Icebreaking exercises and energizers are interesting and enjoyable, and do
not require much time.
• They do not require much preparation.
• They bridge the gap between trainers and participants and also among
participants.
• They help participants to feel at home during the training course.
• They increase active involvement in the training sessions.
Limitations
• They require a large room to facilitate movement of the participants.
• Some participants may not willingly participate in these activities.
• Icebreaking exercises and energizers may take up more course time than
anticipated.
Overcoming/reducing limitations
• Trainers select the appropriate technique by carefully considering all available
resources (facilities, materials).
• Trainers encourage shy or reluctant participants to join the icebreaking and
energizer activities, but should not force them.
¢ Some Energizer Techniques
1. Seven-up
How?
(1) Ask participants to form a circle.
(2) Describe the procedures of the game.
(3) The person starting the game will say “one,” indicating either his/ her
right or left side by putting the palm of the hand on the chest.
The person on the right or left so indicated by the first
person will say“two.” This second person then
indicates another person either on his/her right
or left side in the same way as the first person
did. In this way the game will continue until
it reaches the sixth person. The seventh
person should say “seven-up,” putting
his/her palm on the head pointing either
right or left. The game starts again with
the eighth person. Participants will play the
game quickly and those who make
mistakes orcannot follow the rules are
disqualified and will be out of the game.
PART 2 Training Techniques 23

(4) Select one person to start the game.

(5) Supervise the game; select the first, second and third remaining players
and give them rewards.
Appropriate number of participants: 10-15 persons
Time required: 10-15 minutes
Note: If the number of participants is large, then divide them into two groups.
2. Multiple use of a marker pen
How?
(1) Ask participants to form a circle in the middle of the training room.
Tell them that they will now play a game that requires innovative
thinking and performance skills.
(2) Take a comb and demonstrate how it can be used to
write and as a knife to cut something.
(3) Hand over the comb to a participant and ask
him/her to demonstrate something new. After
his/her performance, the participant hands
over this comb to another participant to show
something new using the same comb.
(4) Ask other participants to guess what the
demonstration is about.
(5) Continue this exercise until everyone
finishes their performance.
Time required: 10 minutes
Note: Trainers can use any object – comb,
paper, handkerchief, rope, etc.
3. Nine dot
How?
(1) Distribute to each participant a piece of paper and a pen.
(2) Draw nine dots on the chalkboard or whiteboard.
(3) Ask participants to draw nine dots on their paper and join them as
follows:
• Dots must be joined by four straight lines
• Pen should not be pulled off the paper
(4) Participants who can join nine dots before anyone else will be
announced the winners.
(5) Let the others try until most of them are successful.
(6) Finally ask any of the participants to show how she/he joined the nine
dots.

4. Square game
How?
• Distribute to each participant a piece of paper and a pen.
• Draw the 4 x 4 square shown below on the board.
• Ask participant to draw a similar square on their paper.
• Ask them to count as many squares as they can find in the big square.
(Tell participants not to count the rectangles but only the squares.)
• Let the participants call out the number of squares they could count.
• There are 30 squares in the big square.
• Participants who can call out the correct number first will be announced
the champions.
• Let the others try and count the number.

5. Team-building
How?
(1) Ask participants to form groups (6-8 persons in each group).
(2) Tell the participants that they will now play
a game that requires cooperation and support from
group members.
(3) Take several newspapers or big sheets of paper
(one for each group) and put them on the floor in
different corners of the room.
(4) Assign each group to a sheet of paper in one of the
corners.
(5) Ask each group to stand inside the boundary of
the paper. If every member of the group can stand on the
paper within the boundary then fold the paper into half and
ask them to stand inside the boundary of the paper thus reduced
in size.
(6) Reduce the size of the paper 3-4 more times.
(7) Continue the exercise until no group can fit all of its members on
the paper.
Time required: 15-20minutes
Note: The trainer needs to carefully consider the formation of appropriate
groups. In some cultures, participants may be embarrassed if this
exercise is conducted with mixed-gender groups.
6. What’s on your back?
How?
(1) Explain that in this exercise the participants will be asked to identify
what is written on their backs.
(2) Write any name (a person, an object, etc.) on a piece of paper.
(3) Attach this paper to the back of a participant.
(4) Ask him/her to identify what is written on the paper by
asking the other participants questions. Participants can only
answer yes or no. They will not be allowed to give any hints
while replying. (Ask 10-15 questions.)
(5) If the participant fails to answer, try it with another
person.

¢ Some Icebreaking Techniques
1. Introducing yourself
How?
Fold sheets of full-size white paper into four sections. Give a folded sheet
and a pen to each participant. Ask them to do the following:
(1) In the upper left section of the sheet resulting from the fold, write down
name, job title and organization.
(2) In the upper right section of the sheet, indicate two expected results
from the training.
(3) In the lower left section of the sheet, write down your favourite foods
and hobbies.
(4) In the lower right section, draw any symbol or picture that you feel
describes your life-style. (Example: open sky, symbol of openness,
being open-minded)
(5) On completion of the exercise, ask participants to present. Each person
will be allowed 2-3 minutes for his or her presentation.
Note: The amount and types of information to write in each section can be
changed.
2. Matching game
How?
(1) Select pictures according to the number of participants. One picture is
necessary for every two participants. (If the total number of participants
is 20, then select 10 pictures.)
(2) Cut each picture into two pieces.
(3) Distribute the pieces of picture randomly to each participant.
(4) Ask each participant to find the other part of the picture to make it
complete.
(5) When participants find the matching
halves of their pictures, ask each pair to
sit together for five minutes and get to
know each other.
(6) During the plenary ask each member
of the pair to introduce the other.

3. Paper ball
How?
(1) Ask participants to form a circle in the middle of the training room.
(2) Make a ball by rolling up newspaper or used paper.
(3) Throw the ball to any participant for them to
catch, and ask the participant to introduce him/
herself and to state what they expect from the
training.
(4) After the introduction, ask him/her to
throw the ball to someone else.
(5) Continue this exercise until everyone finishes
introducing themselves.
4. Bingo
How?
(1) Distribute Bingo sheets (as prepared below) to all the participants.
(2) Ask each participant to go to another participant to see if they both can
respond with a “yes” to the items in the boxes on the sheet.
(3) If there is agreement on any item, the other participant must sign his/
her name in the appropriate box.
(4) Have each participant do the same with all the others. The participant
who gets signatures in all the boxes has to announce the names of the
people from whom he/she obtained signatures and will be declared the
winner.
Example of a Bingo Sheet
Have three chil- Enjoy spicy food Check e - mail at Like rainy days
dren or more least once a day
Like romantic Like bananas Had hair cut Enjoy travel

movies within two weeks
Like swimming Like to sing Believe in Like yellow rather

horoscopes than red

Note:. For the points in Bingo, it is better to include items which participants
cannot figure out without communication with other participants,
rather than physical features (e.g., have a moustache, have black hair,
is tall).

II. Discussion Techniques
Group discussion is a technique in which the participants are divided into
groups to discuss certain issues or topics. They share their opinions and
experiences while discussing the topic within a given time frame. Some group
discussion techniques, such as case study, role-play and the gallery technique,
require advance preparation (e.g., printed materials or display board). Discussion
methods are very useful:
• for developing logical reasoning
• for analyzing problems, finding causes and defining strategies
• for learning about or better understanding the previous knowledge and
experiences of the participants
• for improving people’s ability to express themselves
• for learning to respect and tolerate the opinions of others
• for developing the analytical skills of the participants
• in areas where group dynamics and the perspectives of the participants are
required
• in areas where the active participation of the trainees is required
Strengths
• Participants can exchange opinions and experiences.
• Participants can compare their experiences with those of others.
• Shared experiences make it easier to identify or solve problems.
• Many new ideas based on those of others can be generated within a short
time.
• Everyone gets a chance to express themselves.
• Discussion occurs in a systematic manner.
• A clear picture of the area under discussion emerges through debate.
• Friendly relationships spread across the group.
• A team spirit helps participants to increase their selfconfidence.
• Participants become more tolerant of other people’s opinions.
• Each and every one can take part and contribute.
Limitations
• It may take a long time to reach a consensus.
• Conflict or clashes may arise.
• The discussion may shift to irrelevant matters.
• Extra rooms may be required.
• If the trainers, facilitator or participants are not prepared, the discussion
may turn out to be fruitless.

• Some participants may find an excuse for not taking part in the discussion.
• Some members may dominate others or monopolize the discussion.
There are different kinds of group discussion methods, such as brainstorming,
large group discussion, small group discussion, pair discussion, stations, role-
play, case study, the gallery technique, and question and answer.
¢ Some Common Group Discussion Methods
1. Brainstorming
What?
Brainstorming is a training technique generally used for problem solving or
generating a number of possible solutions to a problem. Brainstorming is
a process in which the maximum number of ideas related to a certain issue
are generated in the shortest possible time by means of collective thinking.
In this process, participants are encouraged to express their views openly.
Initially participants accept all ideas and later on reach a decision after their
analysis.
This method is employed to generate more ideas in less time. It stresses the
use of “open-mindedness” or “free thinking” without criticism of any ideas
expressed. The goal of brainstorming is to come up with as many ideas as
possible without regard to quality, with as many team members as possible
contributing their thoughts.
Here the quantity of ideas is far more important than their quality. Even
the wildest idea is accepted as well as recorded. The specific objectives of
this technique are to develop the ability to arrive at a decision quickly and
to help consolidate previous learning.
How?
• Ask participants to sit in a circle or in a “U” shape.
• Nominate a recorder who records the discussion points.
• Have the recorder sit near the board or flip chart, ready to write down
the ideas given by the participants.
• Appoint a team leader to facilitate the discussion.
• Describe for participants the problem or issue for discussion (e.g., the
village people are not very interested in
attending the CLC regularly. What might
be the possible reasons?).
• Have the recorder write down the problem
or issue in bold letters on the board/flip
chart.
• Ask the participants to express their
opinions freely on the issue, stating whatever
comes to their mind immediately. Allow
no criticism, debate or consultation among
participants.

• Encourage all participants to express their ideas or opinions quickly.
• List participant points on the board/flip chart.
• Allow no discussion, comment or criticism until all participants have
exhausted their ideas.
• Once all ideas have been presented and recorded, verify and prioritize
these ideas if necessary.
Strengths
• Everyone can participate.
• It takes little time.
• More ideas are generated.
• Everyone becomes interested in the discussion.
• There is a greater opportunity to exchange views.
• The session can be kept lively.
• It motivates participants to think.
• It gives the facilitator some idea about the experiences of the group.
Limitations
• If there are many ideas, the recorder needs a lot of time to write them
down.
• There is the possibility of inconsistent ideas being generated if the
participants don’t have any prior exposure to the subject.
• Some ideas may be vague because of the lack of analysis.
• At times this method may lead to disorder or chaos.
• A big chalkboard or a large amount of poster paper is required.
• The recorder has to write very fast and has no opportunity to express
his/her ideas.
2. Small group discussion
How?
At the beginning
• Describe in detail the objectives of the group discussion.
• Divide the participants into small groups (this may be done by means of a
game) *appropriate number of members per group: up to 7-8 persons
• Explain the task to the members of each group.
• Ask everyone to participate actively in the group work.
• Tell each group to nominate a rapporteur for presenting the group findings
in the plenary and a chairperson for moderating the discussion.

• Tell group members how much time they have for discussion.
• Supply the necessary materials to each group.
In the middle
• Move around and observe each group at work.
• Ensure everybody’s participation.
• Extend help if required.
At the end
• Ask the rapporteurs from each group to present their group findings.
• Create opportunities for discussing the presentations of other groups.
• Summarize the presentations.
3. Large group discussion
How?
At the beginning
• Describe in detail the objectives of the group discussion.
• Divide the participants into large groups (this may be done by means of a
game) * appropriate number of members per group: up to 10-15 persons
• Explain the task to the members of each group.
• Ask everyone to participate actively in the group work.
• Tell each group to nominate a leader for presenting the group findings in
the plenary and a chairperson for moderating the discussion.
• Allot a time period for the discussion.
• Supply the necessary materials to each group.
In the middle
• Move around and observe each group at work.
• Ensure everybody’s participation.
• Extend help if required.
At the end
• Ask the leaders of each group to present their group findings.
• Create opportunities for discussing the presentations of other groups.
• Summarize the presentations.

4. Pair discussion
How?
• Divide the participants into pairs.
• Explain the topic and allocate time (the amount
depends on the content or issues).
• Ask the members to sit beside each other
and work in pairs.
• Move around the groups and encourage
sharing and discussion.
• Add new points and ideas for
discussion.
• After discussion in pairs, have each
pair contribute one point until all
the groups have finished.
• At the end, discuss the key points identified by the pairs.
5. Station technique
What?
This is a technique where the topics of the training session are divided into
several parts (or subtopics) for detailed discussion in order to elaborate
different views and ideas related to the issues identified. The participants
are divided into groups depending upon the number of subtopics to be
discussed. If the topic is divided into three parts, then there are three
“stations.” If it is divided into four parts, then there are four “stations.”
Participants are then required to move from one station to another.
Each part of a topic should be one that participants can discuss
independently from other parts of the topic. Any separate part should
not be dependent on the discussion results of other parts. For example,
the SWOT (strength, weakness, opportunity, threat) of an issue are good
subtopics for independent discussion., However, the objectives, outcomes,
and activity plans of a project are not appropriate subtopics for this
technique, because activity plans should
be discussed in connection with objectives,
and outcomes and activity plans need to be
matched.
How?
• Divide participants into three or more
groups or stations.
• Assign one resource person or “stationmaster”
to each group (station) to help out or clarify the
issue to the participants.

• Provide large-size paper or a flip chart to each station.

• After clarification by the resource persons and discussion, group members
write down their observations on the paper or chart for the members of
other groups to see when they proceed from one station to the next.
• Ask each group to use one particular colour of pen for writing down
their conclusions in order to clearly distinguish each group’s comments
from the others.
• Organize participants in the first round as follows:
Round 1 Group A will be in Station 1.
Group B will be in Station 2.
Group C will be in Station 3.
• Ask each group to discuss the issue and write down their conclusions on
the chart or paper. Give each group 25 minutes for the first round. After
they have finished writing, ask them to proceed to the second round.
Organize participants in the second round as follows:
• In the second round, give each group 15 minutes to add to or modify the
conclusions reached by the earlier group, and then move on to the third
round. Organize participants in the third round as follows:
Give each group 10 minutes to add to or modify the input of the previous
two groups.
Finally, ask all groups to return to their original stations (Group A in
Station 1, B in 2 and C in 3). During the plenary session, summarize and
share the inputs of the different groups.
Strengths
• All participants are involved in the discussion of all topics.
• Participants can concentrate on different aspects of an issue systematically.
• Participants can exchange opinions and experiences with more people.
• Participants can confirm the value of their own experiences with a large
number of people.
Limitations
• It may take a long time to finish the activity.
• Large rooms are required.
• In some cases, three or four resource persons at a time may be required.

6. Role-play
What?
Role-play is a structured activity, usually in the form of a dramatic performance,
that recreates a situation from reallife. The participants in a training programme
take part in the role-play and act out a situation for the purpose of further
analysis and discussion.
Through role-play we can analyze a problem and identify its causes and
solutions. Role-play is also useful for making comparisons between ideal
and real-life conditions.
To reduce preparation time and avoid observer boredom, a role-play exercise
should not be too long. The “script” or scenario should be prepared with a
clear focus on the selected topic or theme.
How?
At the beginning
• Select the topic or theme.
• Identify the key points to be depicted.
• Identify the roles to be played in light of
these key points.
• Prepare role-play conversations for the
performers; develop materials, if required.
During the role-play

• Select performers and observers among
the participants.
• Provide role-play conversations to all the performers and obtain their
reactions, comments and suggestions.
• Ask performers to prepare for the performance.
• Ask the observers (other participants) to observe the role-play for the
purpose of taking part in the discussion afterward.
• Introduce the participants to the role-play exercise and its purpose.
• Help the performers to act out their parts if needed.
After the role-play

• Ask observers to express their opinions or what they learned from the
performance.
• Ask performers to express their opinions regarding the performance.
• Ask questions based on the theme of the performance and encourage
discussion.
• Summarize the findings of the discussion.

Strengths
• It is an effective method for improving mutual relationships and developing
sensitivity.
• Role-play can increase self-perception and enhance the ability to identify
real-life problems.
• It is easy to organize and cost effective.
• A successful role-play leaves observers with the feeling of having seen
“the real thing.”
• Participants may be easily motivated to take part.
• This method may be employed for participants of all kinds.
Limitations
• Preparation takes considerable time.
• If the role-play is not executed properly, there is the risk of a negative impact.
• If the representation is not successful, some may find it ridiculous or childish.
• Highly sensitive people may find it offensive if the roles are too similar
to their actual characters.
• The impact of the role-play upon the participants depends on the capacity
of the performers.
7. Case study
What?
A case study is a detailed description of events that either really happened
or are products of the imagination. Its purpose is to take the participants
closer to the real context of a situation or problem. Through a case study
we can analyze a problem to identify its causes and solutions based on the
experiences of the participants. Case studies can also draw comparisons
between ideal and real-life conditions.
Case studies can be used for different purposes:
• to increase awareness of a problem
• to exchange experiences
• to reach decisions by studying a situation or an incident
• to learn from past successes and failures
• to clarify perception of the problem and the solution or results
Case studies can be descriptions of events that really happened or are imaginary
but based on reality. They can be presented orally, in written form or on
film. They can depict cases or situations with no identified problems, one
or more problems, or a problem with multiple or alternative solutions.

How?
At the beginning
• Select the topic or theme.
• Prepare questions or instructions to help
participants investigate and understand
important aspects of the case.
• Decide upon the type of case and
presentation.
• Prepare the case study with reference to
participants’ own experiences if possible.
During the case study presentation

• Give the case study to small groups or individuals for analysis.
• Provide necessary assistance to guide the analysis in the proper direction.
• Ask participants to write down their findings on a chart.
At the end of the case study

• Ask each group or individual to state their findings.
• After listening to the views of one group/individual, let another present
theirs.
• Lead the discussion in terms of the learning objectives of the training
course.
Strengths
• Participants improve in their ability to analyze.
• The case study is a simple way to get a proper understanding of a situation
and find the solutions to its problems.
• It creates enthusiasm and interest among the participants.
• It gives them a wider opportunity to share experiences.
• It brings real life into the classroom.
• Versatile knowledge can be obtained from a single situation.
Limitations
• Selecting a useful case can be difficult and time-consuming.
• The wrong case can lead to wrong impressions in the minds of the participants.
• The facilitator needs considerable skill in order to use this method.
• If the participants feel that the case is not a real one, their enthusiasm
may diminish.

Munira’s Failure (Example of a case study)

Munira is a CLC supervisor in Bangladesh. After being appointed she was
sent to Dhaka for a two week training course in training techniques.
After returning from the training she was thinking about organizing a training
course in light of her newly acquired experience. Then the area coordinator
of Dhaka Ahsania Mission advised her to organize a training course for the
capacity development of her facilitators.
After two months of hard work, Munira developed a training course similar
to the training she received in Dhaka. Twenty teachers attended the training.
The participants were impressed with the various tools and techniques of
training, such as games, exercises, case studies, group work, and transparencies
and handouts. While evaluating the training course, everybody praised the
trainer highly. Munira was satisfied with her performance.
Three months later at the quarterly coordination meeting, Munira was
accused of being a complete failure because there was no sign of development
at any of her CLCs.
Munira went to the centres to see the facilitators. Everyone praised the training
that she had conducted. But when she asked them about the low standards
of their centres they informed her of problems that she did not know about
before. She was surprised to see the inadequacy of the facilitators’ knowledge
and skills to do their jobs.
After returning from her visit, she became worried about the real conditions
that the teachers were facing. She did not know what to do next.
Identify the causes behind Munira’s failure after analyzing the case.
8. Gallery technique
What?
In the gallery technique participants are divided into three or four groups
to discuss issues related to certain topics. Each issue table is provided with a
big board with chart paper attached (the “gallery”). Participants in each
group discuss an issue and write down their conclusions on the chart
paper before moving on to the other issue tables. Each group receives a
different colour ofpen to identify its contributions to the charts.
After writing down their comments on each issue, the participants
tour all of the galleries to see what the other groups have
contributed.
How?
• Divide participants into 3-4 groups.
• Select one rapporteur in each group to document the
discussion on the chart paper.
• After the discussion, have the rapporteur writedown
the main points on the chart.

• Ask each group to use one particular colour of pen for recording their
comments on each chart to distinguish their contributions from the others.
• After rapporteurs have written down the main points on their charts,
have each group move on to the other groups’ sites to contribute their
inputs to the respective charts.
• Have all groups return to their original positions to compile the inputs
of the different groups and prepare the board as a gallery for the presentation
of group findings.
• At the end request all participants to visit all of the galleries to read and
learn about the findings of the other groups.
Strengths
• Participants can exchange their opinions and experiences with more people.
• Participants can confirm the value of their own experiences with a large
number of people.
Limitations
• It may take a long time to finish the activity.
• Big rooms are required.
9. Question and answer
What?
This technique is very effective for obtaining information about the experiences
of the participants by asking them questions. There are different types of
questions:
• Predetermined questions: Questions are directed at a specific person
determined in advance.
• Open questions: Questions are not aimed at any particular person; any-
body can answer.
• Delayed directed questions: The first questions are kept open and then
directed to a particular person.
Questions can be:
• Closed: The questions have to be answered by Yes or
No.
• Open-ended: The questions have to be answered
with some detail or elaboration.
How?
• Introduce the topic to the participants.
• Start asking different types of questions.
• Use a variety of types of question one after another.

• Respond to the answers by:

- acknowledging the answer
- summarizing the answer
- recording the answer
- letting somebody else summarize the answer
- dividing the answer into several components and asking for someone
to express his or her views about each
Strengths
• This technique helps reveal the experiences of group members.
• It highlights the feelings and opinions of a group as well as individuals.
• It facilitates the participation of the less contributing group members.
• It attracts the full attention of the participants.
• It helps explain and clarify the opinions expressed.
• It confirms that the knowledge and experiences of the participants have
value.
• It increases comprehension, interest and awareness among the participants.
• It encourages group discussion and ensures more participation.
• It increases the self-confidence of the participants.
Limitations
• It can take up a lot of time.
• Participants may divert the discussion to another topic.
• Participants may feel embarrassed at having to answer direct questions.

III. Presentation and Demonstration Techniques
Demonstration Techniques
What?
Learning through our own experience is very effective. We learn a lot by
observing and trying things out on our own, which can also be fun. During
training, presentations give people an opportunity to share experiences, and
demonstrations give them a chance to see or even experience new things.
Through demonstration techniques, visual items such as pictures, charts, models
and natural objects can be used for the purpose of learning. Demonstration
helps to make learning both meaningful and realistic.
When?
This method is especially useful for illustrating the practical applications
of general concepts. It can also be used to promote participatory learning
through the introduction of new ideas or skills, such as making bamboo baskets,
for example.
How?
• Briefly describe the objectives of the demonstration.
• Place the materials/visuals in such a way that all
participants can see.
• Carry out the demonstration.
• Emphasize the key learning point(s).
• Let participants also practice the demonstration.
• Ask questions to see if participants have
learned anything.
• Encourage participants to express their reactions to the demonstration.
• Let participants see and even touch the materials if needed.
• Encourage discussion related to the objectives of the demonstration.
Strengths
• Demonstration helps learners visualize the activity and also practice it
themselves.
• It helps to develop skills.
• It arouses the interest of the participants.
• It can clarify various concepts and issues.

Limitations
• It requires the right materials/visuals.

• It requires time to prepare materials/visuals and to plan the demonstra-
tion.
• It requires the appropriate use of materials to be most effective.
• It demands a skilled facilitator.
Presentation Techniques
OHP and PowerPoint presentations
What?
OHPs (overhead projectors) and PowerPoint
(Microsoft computer software for presentation using
texts, graphs, pictures, etc.) are very popular in
current training programmes. We can use them
in our programmes to visualize our main points
and present them in an attractive way. This will
help to make our training sessions successful and
interesting. OHP sheets and PowerPoint slides
can be easily used even for a large number of
participants.
When?
OHP and PowerPoint presentations can be
used in almost all sessions:
• to raise interest
• to visualize concepts and issues
• to get everyone’s attention
• to avoid monotony
• to avoid misuse of time
• to make the session interesting
• to ensure that information stays in the minds of
participants for a long time
Things to consider while planning OHP and PowerPoint presentations:

• The content of the slides should be relevant to the subject.
• Slides should be easy to see, informative and accurate.
• Texts for the slides should be legible enough so that participants sitting
in far corners can see them.

• PowerPoint slides should include pictures or illustrations relevant to the
topic.
• PowerPoint slides should be colourful.
• There should not be more than 2-6 lines of text per page/slide.
• Words or phrases preceded by dots or bullets are more attractive than
long sentences.
• Each line should not contain more than 5-7 words.
• Highlight important words/sentences by underlining them, making
them bold or using different typefaces, type sizes or colours.
• Use various symbols for messages if participants will understand them.
• Use diagrams, graphs and maps where applicable.
Strengths
• PowerPoint slides can be easily prepared before the training.
• They can be easily changed.
• They can visualize concepts and issues.
• They can be used again and again.
• They arouse the interest of participants.
Limitations
• Presentations require time for preparation.
• They depend on electricity.
• They are relatively costly.
• They call for skilled facilitators.
* Presentations can be effective even without OHP or PowerPoint – for
example, by using good reference materials, distributing handouts, etc.

IV. Practice and Exercises
What?
During training,participants should have the opportunity to try out or
to practicewhat they have learned in order to consolidate their learning.
Through practice and exercises participants become more confident about the
issues and activities discussed during the training session. Through practice
and exercise, the trainees are learning by doing. Practice and exercises can be
either an individual or a group assignment.
The objective is to develop or improve the capacities and skills of the participants
in a particular area. Practice and exercises are very useful for consolidating
learning and skills, and for developing confidence among participants to do
something by themselves instead of being dependent on others.
Some Useful Practice Techniques
1. Information board
How?
• Explain the task to the participants.
• Ask the participants to read a specific chapter from resource materials or
from any handout related to the training topics.
• Give each participant a question that they will have to
answer.
• Have participants look through the material
individually and write down a short answer to their
question on a sheet of paper for display on the
information board when they are finished.
• Have participants visit and read others’ papers and
make comments if any.
The trainer can ask participants to prepare similar
sheets on important issues throughout the training
course. Individually or in groups, they can summarize the
things they have learned each day for display on the board.
Strengths
1. This activity provides an opportunity to experience and learn by
doing.
2. It promotes self-study and self-initiative.
3. It makes learners feel more confident about pursuing tasks on their
own.

Limitations
1. The activity may take a long time.
2. It requires careful planning in order to achieve the desired outputs.
3. It demands self-motivation and self-discipline on the part of the
trainees.
2. Preference ranking
Through preference ranking, the situation and problems of a particular area
can be identified and prioritized.
Preference ranking is a very useful technique:
• for recognizing the most important issue and problem among many
• for identifying the weakest issue
• for identifying the better or best activity among others
• for identifying an activity that the participants consider to be the most
important one
How?
• Distribute a ranking exercise sheet (see example on the next page) to all
participants.
• Ask each participant to prioritize the items in the column for individual
ranking.
• Ask them to think about causes and reasons before ranking items.
• Explain that the item with the greatest priority will be ranked first and
the items with less priority accordingly will be ranked second, third,
fourth, etc.
• Encourage all participants to express their opinions on the preference ranking
sheets.
• Then divide participants into groups to further prioritize according to
group consensus.
• After group prioritization ask each group to discuss the reasons for their
choices.
• Ask each group to present its list.
• Summarize by reviewing all groups’ priorities.
Strengths
• Problems and their priority can be identified through participatory discussion.
• The attitudes of the participants may become more proactive and self-
confident.
• Participants improve their thinking ability.

Limitations:
• This activity demands analytical skill from the participants.
• Participants may be reluctant to express their own opinions while ranking
preferences.
• It may be difficult to summarize the results when each group and participant
has very different priorities.
Ranking Exercise Sheet (Example)
Name of individual: .....................................................................................

Name of group: ...........................................................................................
The following format is a checklist for assessing the effectiveness of activities

during training. Please fill in the individual ranking column first, then fill in
the group ranking column. Rank items 1-8 according to their effectiveness.
Individual Group
No. Items
ranking ranking
1. Providing equal attention to all
participants
2. Conducting daily and formative
evaluation
3. Arrangingthe training venue
4. Organizing the concluding session
5. Organizing the meeting with all

persons involved in training
6. Registering participants
7. Maintaining eye contact with

participants
8. Documenting the proceedings of the
training sessions

3. Worksheet
What?
This technique helps participants to put theory into practice, and to adapt
and apply the knowledge and information they have acquired to actual
problems and situations.
When?
After a thorough discussion of the issue or topic, each participant receives a
worksheet and completes it in order to provide information based on his or
her own experience or on practical real-life situations (see example on the
next page).
How?
• Distribute worksheets to all participants.
• Give clear instructions to the participants.
• Ask participants to complete the worksheets individually.
• After completing the worksheets, participants may share their results in
pairs to learn from each other.
Strengths
• Everyone can participate and assess their own learning through practice.
• Participants can clearly identify gaps in their understanding.
• The exercise ensures the active involvement of participants.
• The facilitator gets a fair idea about the outcome of the session.
Limitations
• It takes time to do the exercise.
• Facilitators need experience in designing an appropriate worksheet.
• The exercise demands analytical skill from the participants.
• It demands a thorough understanding of the issue by participants.

Worksheet (Example)
Supervision Plan for an NFE Programme
[Example can be taken from any ongoing project.]
1. Name of project:
2. Project objectives:
3. Supervision objectives a) Literacy related:
b) Poverty alleviation related:
4. Planned techniques for

supervision:
5. Areas of supervision
(issues to be supervised):
6. Responsibility Person(s):
(who will supervise and
how often):
Frequency:
7. Record keeping and
reporting system:
8. Feedback and follow-up

process:

V. Learning Assessment Techniques
Assessment helps to identify the strengths and weaknesses of the training
programme and ultimately to improve it. Before devising any assessment
technique, facilitators should clearly identify what they want to assess. In
the case of training programmes, the following are the most important
things to be assessed:
• what trainees have learned
• how well the trainers have performed
• the overall process of training
• the feelings and confidence levels of the trainees in regard to training
When?
Assessment can be conducted at different stages of the training programme.
It can occur at the beginning, the middle or the end.
Types of Assessment
Generally there are three categories of assessment that can be employed:
• Self-assessment or individual assessment
• Group or participatory assessment
• External assessment
1. Self-assessment or Individual Assessment

Through this technique each individual (including
organizers, trainers and trainees) makes an assessment
of his or her own performance and achievements.
Self-assessment may take place both during and
at the end of a training programme. The following
tools may be used for self-assessment:
a) Standard questionnaire or checklist

This questionnaire or checklist can be prepared
by the organizers taking into account the
expected outcomes of the training. Each
participant can fill out this checklist. One
example of such a checklist would require
participants to rank aspects of the training
as A, B, or C, or as bad, good, very good, or
excellent.
Another example is the “mood meter” (see 2c on
the next page).

b) Personal responses
We can ask participants to write down on a sheet of paper their personal
reactions to and experiences during the training programme. These
reflective notes can be very useful in assessing the personal, emotional
and qualitative aspects of training. They can be displayed around the
walls of the training room.
c) Pre and post test
This technique is usually used for individual assessment through the
application of a standardized test or questionnaire. This kind of assessment
is common when the training programme leads to certification. It usually
occurs at the beginning and at the end of training in order to compare
individual learning achievement over time.
d) Interview
Interviews can also be used for individual assessment. A group of trained
facilitators may be assigned with the task of interviewing the trainees
and trainers on crucial issues related to the impact of training. An
in-depth interview method would be very useful in assessing the qualita-
tive aspects of the training.
2. Group Assessment
a) Discussion
Using this method, the participants sit in groups of 8-10 members and
assess the impact of the training programme with the help of a facilitator. The
discussion should be centered on a set of questions or issues prepared
in advance by the organizers or prepared by the participants them-
selves. Participants can use a whiteboard or chalkboard to list the main
strengths and weaknesses of the training programme. The list may be
prioritized as a summary of the final assessment of the group.
b) Interview
Group assessment may also be conducted through interviews. Two
or three facilitators may be assigned with the task of interviewing the
participants on the basis of a questionnaire prepared in advance. After
interviewing the group members, the facilitators compile their views for
final assessment. They can present their final assessment results to the
group for their comments.
c) Mood meter
The easiest method to measure the reactions of participants (in terms
of their feelings) is to use a “mood meter.” Usually this contains three
columns to record three levels of reaction from sad to happy for each
topic. The mood meter is also helpful for indicating the success of a
particular topic at the end of each session or at the end of the course.
Here is an example:

L K J
Techniques of
learning needs
assessment
Preparation of
lesson plans
Participatory
learning
Community
mobilization
3. Confidence Mountain
A similar method can be engaged to assess the rise and fall in the confidence
level of the participants at the end of each session or at the end of the
course. Participants may be asked to express changes in their confidence
levels using the figures of mountains. A big mountain represents a
considerable rise in confidence and a small mountain will represent little
improvement. Flat land means there has been no change at all. This chart
can be maintained individually or by groups.


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second-cover-&-table-of-contents.

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1. Training courses. 2. Training methods. I. Asia-Pacific Programme of Education for All.

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II. Conducting the Training Programme......................................10

III. After Training ...................................................................... 17

PART 2 Training Techniques................................................... 21

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PART 1 Basic Training Guide

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I. Pre-Training Activities (to do before training)

1. Training Needs Assessment (TNA)

2. Conceptualizing and Designing the Training Programme

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¢ Objectives of the training

¢ The title of the training programme

¢ Topical areas or content

¢ Selection of resource persons

PART 1 Basic Training Guide 3

¢ Selection of target participants

¢ Duration of the training programme

u The price charged is reasonable.

u The site is accessible to everyone.

u There are clean toilets and washrooms.

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3. Other Administrative Aspects

PART 1 Basic Training Guide 5

¢ Planning financial and physical resources and materials

¢ Planning for cultural diversity

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Activity Yes No Remarks

2. Conceptualizing and Designing the Training

Title of the training programme

PART 1 Basic Training Guide 7

Duration of the training programme

3. Other Administrative Aspects

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PART 1 Basic Training Guide 9

II. Conducting the Training Programme

2. Actual Training Activities

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¢ Understanding the background of the participants

¢ Time to recap and to reflect

PART 1 Basic Training Guide 11

¢ Icebreaking and energizing activities

¢ Preparation of action plans

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PART 1 Basic Training Guide 13

Checklist (during training)

Activity Yes No Remarks

Actual Training Activities

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At the end of the training

PART 1 Basic Training Guide 15

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2. Publication and Dissemination of the Training Report to All

PART 1 Basic Training Guide 17

4. “Thank you” Letters

Checklist (after training)

Activity Yes No Remarks

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PART 1 Basic Training Guide 19